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- Exploring the professional development of doctoral supervisors through workplace learning: a literature reviewPublication . Huet, Isabel; Casanova, DiogoThe professional development of doctoral supervisors is a relatively new area of academic development that is still non-existent in many higher education institutions worldwide. This is particularly relevant to explore as several other studies indicate that the quality of doctoral supervision has a direct impact on the doctoral student progression and attrition rates and on the quality of the student experience. The purpose of this literature review is to explore what has been written about the professional development of doctoral supervisors, with a focus on understanding how learning takes place in the workplace. Through a systematic literature review approach, 20 manuscripts in the social sciences were identified as providing an in-depth exploration of the topic under study. The analysis of these manuscripts was situated within the theories of adult and workplace learning. Professional development occurred in different shapes and forms and is shaped by institutional and national academic cultures. There was a common understanding that learning occurred more often through self-reflection and dialogue, in both formal and informal learning spaces, and that there is a need for focusing more on the pedagogy of the doctorate. The article ends by suggesting a set of institutional recommendations for promoting the professional development of supervisors.
- Microcredentials: an opportunity towards the digital transformationPublication . Caetano, Fernando J. P.; Casanova, Diogo; Moreira, DarlindaThis communication aims to present one of the online courses included in the Microcredentials portfolio of the Universidade Aberta, in Portugal. We start by presenting a framework of the European guidelines on Microcredentials, defining its main characteristics, namely highlighting its advantages in the context of reskilling or upskilling with a view to its applicability in the labor sector. Following the guidelines of the Portuguese Ministry of Higher Education, and specific EU funding under the Impulso Adultos programme, a proposal for a Microcredential in Digital and Distance Learning was conceptualized and developed for teachers´ training, with more than 1200 teachers already involved. An evaluation carried out through a survey delivered to trainees shows very positive results in all items evaluated, with strong emphasis on the transferability and applicability of the knowledge acquired to work contexts. These results show that this course, developed within the scope of Microcredentials, broadly meets the needs of reskilling and upskilling, which are increasingly important in the adaptability of adults to the new challenges that digital transformation implies.
- Reflexões sobre a avaliação digital a partir de uma análise SWOTPublication . Casanova, DiogoEste capítulo procura lançar um conjunto de reflexões sobre a avaliação na educação através de uma reflexão sobre a avaliação digital no ensino superior. Num momento de transformação e transição para o digital que vivemos, é apresentada uma análise SWOT sobre a avaliação digital identificando um conjunto de aspetos a ter em conta no desenvolvimento e implementação de uma estratégia de avaliação digital. Eficiência e transparência como forças, a falta de formação e suporte institucional como fraquezas, a diversificação e digitalização de todo o processo como oportunidades e os hábitos e tradições e a proteção de dados com possíveis ameaças/ constrangimentos são alguns dos aspetos analisados ao longo do capítulo.
- Desenho, pedagogia e tecnologia: uma abordagem participativa para o desenvolvimento de espaços de aprendizagem com tecnologiaPublication . Casanova, DiogoEste artigo visa discutir o objetivo e o valor das tecnologias, redesenhando uma sala de aula potenciada pela tecnologia de grande e de pequena dimensões. Pretende-se explorar de que forma os estudantes e professores redesenhariam os seus espaços de aprendizagem e de como utilizariam a tecnologia para responder aos diferentes desafios da concepção do espaço. A pesquisa realiza-se no âmbito do ensino superior, mas os seus resultados podem e devem ser refletidos e enquadrados noutros contextos educativos.
- Students’ perceptions of the value of electronic feedback: does disciplinary background really matter?Publication . ElShaer, Amr; Casanova, Diogo; Freestone, Nicholas S.; Calabrese, GianpieroFeedback on student work is a key mechanism for improving learning in Higher Education (HE) and can be provided in a variety of forms. Recently, many institutions have moved to the provision of electronic feedback, although evidence for the effectiveness of this is mixed. While many studies evaluating the students’ perception of feedback are now available, there is little evidence of contrasting perceptions of its value according to different disciplines. This work aims to evaluate the relationship between students’ expectations and perception of feedback, especially electronic, and the disciplinary area of study in HE. Students (n=1017) across different courses from a post-1992 university in the UK were surveyed and categorized into five disciplinary clusters: Science, Technology, Engineering and Mathematics; Business and Accounting; Art and Design; Media and Languages; and Psychology and Social Care. Perceived relevance as well as the most pertinent features and expectations of the quality of electronic feedback for students varies according to disciplinary cluster and thus closely aligns with a specific cluster’s learning and teaching practices. The findings of this study may help institutions to reflect on the role of electronic feedback as part of their ongoing assessment practice and how teaching in the different disciplines may result in different understandings of the value of electronic feedback.
- Building a community of practice for engaging pharmacy students to learn in a collaborative research environmentPublication . ElShaer, Amr; Calabrese, Gianpiero; Casanova, Diogo; Huet, IsabelConventional research project supervision is not always compatible with current challenges facing higher education, such as students’ diverse backgrounds, increasing demands, and multidisciplinary research interests. Additionally, research students may experience isolation at different stages of research. To help students coping with these challenges, approaches such as progress reports, departmental presentations, and co-supervision have been introduced. Community of practices (CoP) are alternative approaches that if successfully adopted may improve the students’ learning experience. These communities were developed as knowledge-based social structures between groups of people sharing goals and interests. Considering the importance of CoPs as a strategy to engage students and researchers to work collaboratively; this study aims to investigate the impact of a formal CoP on the students’ learning experience at different levels of study.
- Um modelo de design educacional para ambientes mistos e EaDPublication . Casanova, Diogo; Pessoa, TeresaEste artigo debruça-se sobre a importância da inovação pedagógica no desenho de coreografias de aprendizagem em ambientes mistos e a distância. Apresentamos um modelo pedagógico desenvolvido com o objetivo de ajudar o professor no desenho de atividades de aprendizagem em ambientes mistos e em EaD. O modelo 4As: Apresentação, Abertura, Aprofundamento e Apropriação, procura ajudar o professor a desenhar atividades online centradas no estudante ao mesmo tempo que procura ajudar a refletir sobre a componente presencial e sobre as diversas tipologias de aprendizagem. Procuramos ainda refletir sobre o papel da formação pedagógica de professores, nomeadamente a importância que modelos como o TPACK têm para ajudar a perceber as sinergias, em cenários de formação, existentes entre a tecnologia, a pedagogia, o contexto e o conteúdo. O artigo termina com uma reflexão sobre a formação pedagógica de professores.
- The experience of co-designing a learning space with teachers and studentsPublication . Casanova, Diogo; Huet, Isabel; Garcia, FabianeThis paper presents the findings of an empirical research study investigating the perspectives of students and teachers on learning spaces in higher education and their participation in the design process of such spaces. The study employed a participatory design method, using workshops to involve teachers and students in redesigning a prototype learning space named the ‘Cube’. This approach allowed the researchers to actively engage users in reflective thinking on the learning spaces and their role in learning and to co-create new learning spaces through the use of their experiences and ideas. The findings are organised into 10 design themes, highlighting key considerations for the design of meaningful and effective learning spaces. The study concludes that involving teachers and students in the design process can significantly improve the learning and teaching experiences by fostering an active sense of agency and ownership over the learning spaces.
- Role of technology in the design of learning environmentsPublication . Casanova, Diogo; Huet, Isabel; Garcia, Fabiane; Pessoa, TeresaThe design of learning environments is being increasingly investigated, largely as a result of higher-education providers being challenged by both societal and technological devel- opments. These providers are becoming more aware that the quality of learning environ- ments affects students’ approaches to learning and satisfaction. This paper presents an alternative to more-traditional methods for designing learning environments that is driven by input of their main stakeholders: students and teachers. By using this method, we were able to explore stakeholders’ insights into learning spaces design and how learning tech- nologies can be integrated in such spaces. Qualitative research was conducted with the aim of guiding the redesign of technology-enhanced learning environments. For this particular research, we used ‘sandpits’, which are creative and design-thinking workshops, in which participants are encouraged to redesign provocative concepts of a large and a small tech- nology-enhanced learning environment. Thirteen ‘sandpits’ were delivered involving 32 teachers and 25 students. Through these design-thinking workshops, students and teachers reflected on and discussed the role of technology in face-to-face learning and teaching and proposed new design solutions for technology-enhanced learning environments.
- Which space? Whose space?: an experience in involving students and teachers in space designPublication . Casanova, Diogo; Di Napoli, Roberto; Leijon, MarieTo date, learning spaces in higher education have been designed with little engagement on the part of their most important users: students and teachers. In this paper, we present the results of research carried out in a UK university. The research aimed to understand how students and teachers conceptualise learning spaces when they are given the opportunity to do so in a workshop environment. Over a number of workshops, participants were encouraged to critique a space prototype and to re-design it according to their own views and vision of learning spaces to optimise pedagogical encounters. The findings suggest that the active involvement of students and teachers in space design endows participants with the power of reflection on the pedagogical process, which can be harnessed for the actual creation and innovation of learning spaces.